Social Constructivism Theory Analysis

Though policy making in our society is greatly influenced by a number of actors across a variety of system levels, it is also entrenched with social constructions of various groups in our country. Social constructions, in short, are our perceptions of a target group created out of our social, political, and cultural interactions and experiences of the group in question. Instead of solely focusing on “how” policy forms and the changes, Social Construction Theory (SCT) seeks to explain how social constructions of certain population groups influence the relationship of the very public policies that affect them. Policymakers use these constructions to make superficial judgements about a group leading them to continually establish policies upholding

Emotional intelligence is the ability to control, and express emotions in order to facilitate interpersonal relationships among individuals. Emotional intelligence (EI) allows individuals to perceive, express their feelings in the most effective, and appropriate manner. Any individual who has emotional intelligence can use skills such as reasoning, and problem solving in order to deal with any situations effectively. EI is extremely important in law enforcement, since it allows officers to learn tactics to manage their own mental state in difficult and stressful situations. Law enforcement officers with high emotional intelligence have better social skills that allows them to create a positive environment in a negative situation, which reduces

Emotional development is to do with the development of feelings and how a child becomes more self aware and aware of other people’s feelings. In association with the emotional development there is social development and this is to do with how a child develops relationships

In examining emotional intelligence one must understand what exactly it means. Emotional intelligence is the ability to express, control and recognize one’s own emotions while also being able to handle interpersonal relationships with empathy (Kotze & Venter). Emotional intelligence on the surface may seem like an inherent talent or trait but as Kotze and Venter explain in their study it can be a learned and measureable trait. Emotional intelligence looks at an individuals management skill set as a whole to assess capacity. Traits such as personality, mood, motivation, and other seemingly genetic qualities do contribute to emotional intelligence but the actual skill can be developed and learned despite what one is “given”.

Emotional intelligence strand which is based on Goleman’s (2001) conceptual framework where feelings and emotions are considered an integral part of reflective process. Learners are first introduced to four competencies in emotional intelligence in that order: awareness of own emotions, management of own emotions, awareness of others’ emotions and management of others’ emotions (Jordan & Lawrence 2009). A task is then given to the learners in first year where they reflect on their perceptions about their own emotional intelligence and how to address their strength and weaknesses. Learners later in the year assess themselves that whether or not they have improved on the emotional intelligence or not. Author has suggested that this task can be converted into goal oriented task and students can be encouraged to build on their emotional intelligence according to their current level. Author however did not discuss if this process of building on emotional intelligence is continued throughout the following years of undergrad education or not. In my opinion, adult learners work best when the relevancy of the task is evident to them hence this process should be continued in subsequent years and clinical

Emotional development is a complex exercise that embarks in infancy and continues into childhood, adolescence and adulthood (Australia, 2013). It is the continuous evolution of the learner’s experience, expression, understanding and management of emotions till adulthood. Emotional development cannot occur separately. Neural, cognitive and behavioral development also interacts with emotional development. Emotional development includes the child’s experience, expression, and emotions management and the ability to establish positive and rewarding relationships with others (Cohen, 2005).

Social and emotional issues are common ground among all humans, but they are especially relevant in the lives of college students. Chapter seven of the book “DMACC: Planning Your Success” is titled “Social and Emotional Intelligence: Relating to Others and Regulating Emotions”. It discusses how a student can gain the social and emotional skills to better the assessment of their personal health along with their relationships with others. The book provides strategies for the student to enhance their personal lives to in turn improve upon their mental health.

Emotional intelligence is an important factor which influences an individual success in their life (Ishak, Chiu, Rahim, Mahat, Hashim, Mutalib and Jdaitawi, 2013). “Intellectual intelligence contributes only 20% to one’s success while the remaining 80% of a person’s success in life is contributed by emotional and social intelligence” (Goleman, 1997). Yusof and Yaacob (2012) had mentioned that in their study that “Emotional intelligence is one of the main aspects of the National Education Philosophy”. Through the National Education Philosophy the important for emotional intelligence is extremely obvious and essential as intellectual intelligence and spiritual intelligence. If the students possess positive emotions towards their course, they

Greene and Lee (2002) states that when considering the social constructivist approach an understanding of the way individuals function within society is important to appreciate the meaning they ascribe to their experiences of society and culture. Dean (1993 suggests that knowledge and meaning are created and influenced by institutions within the environment. From this individual suffering from mental illness will create their reality and will then view future experiences through this (Dewees, 1999)

The University of California Berkeley explains that social constructivist view asserts that “all cognitive functions originate in, and must therefore be explained as products of social interactions” (Berkeley). In other words, it argues that human behavior is learned through interactions with other people and the whole of society, and “not

Social theory views criminality as a part of people's interactions with various organizations, institutions, and processes in society; if maintain wrongful relationships. The past, present and the future are clearly motivated the norms. How people are taught and what best meets them as one see fit. It could be family, sports, private instructors, friends and society as all of each individual encounter them every day without realizing it. This could signify that there is no way out of being different. Most people want that feeling of friends, important, and being noticed by others. As the little things of crime can contribute up to someone's life experience. They choose to become a criminal or avoid it at all cost in their lives. In fact, most

Neuroeconomist Paul Zak‘s research reveals that our brains produce a strong neurological response during storytelling. Tense moments release the stress hormone cortisol, while the feel-good chemical

A social constructivist viewpoint needs a view that teachers have a responsibility for understanding the nature and level of each child’s learning and to use that knowledge to build their practices in a way that is relevant for particular children in particular contexts. Such a viewpoint can notify practices for insertion that are based on a very dynamic model of children’s learning. Finally, contructivism 's utmost influence to education may be through the change in emphasis from knowledge as a creation to deliberate as a process. This legacy of constructivism to be expected demonstrates to be a fixed and significant modification in the structure of

Lastly, a highly contested debate between social constructionists begins with provocative critiquing. To have a triumphant subjectivist reasoning for social problems, it is argued that, since a subjectivists analyzation is in fact a claims-making activity itself, therefore it incorporates a particular amount relativism and theoretical errors: Subjectivists invoke social constructionists theories about the situational under study but juxtaposes their claims as objective

Learning theories are used every day in classrooms all over America, educational theorist Lev Vygotsky, Jean Piaget, Benjamin Bloom and Jerome Bruner introduced constructivism and social constructivism theories (cognitive development, social development, and developmental). The theories developed by Vygotsky, Piaget, Bloom, and Bruner share similarities and differences, and throughout the years have been compared for educational discoveries. Learning theories are extremely important for educators, because learning is an active process.